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We Are Teachers and Learners Together: Cross-Disciplinary Lessons from the Pilgrim Pipelines Dispute

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Pipeline Pedagogy: Teaching About Energy and Environmental Justice Contestations

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Abstract

Pipeline disputes present an opportunity to engage students in real-world contemporary environmental problems that relate directly to coursework in environmental studies and sciences (ESS). Using my own involvement with the Coalition against the Pilgrim Pipelines (CAPP) as an example, I demonstrate how community-based learning relates to course material in public health, Geographic Information Systems (GIS), and introductory environment and society courses. By threading together my advocacy work across courses, I express the ways that I came to encounter and value local knowledge and relationships. I also highlight the role of institutional arrangements in the support and promotion of community-based learning (CBL) pedagogy.

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Author information

Authors and Affiliations

  1. Department of Biology, Drew University, Madison, NJ, USA

    Lisa Jordan

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  1. Lisa Jordan
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Correspondence to Lisa Jordan .

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Editors and Affiliations

  1. Office of the Provost, Gustavus Adolphus College, Saint Peter, MN, USA

    Valerie Banschbach

  2. Independent Scholar, Boulder, CO, USA

    Jessica L. Rich

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Jordan, L. (2021). We Are Teachers and Learners Together: Cross-Disciplinary Lessons from the Pilgrim Pipelines Dispute. In: Banschbach, V., Rich, J.L. (eds) Pipeline Pedagogy: Teaching About Energy and Environmental Justice Contestations. AESS Interdisciplinary Environmental Studies and Sciences Series. Springer, Cham. https://doi.org/10.1007/978-3-030-65979-0_4

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